research-oriented elements in teaching at the kit file3 figure 2: the use of research-oriented...
TRANSCRIPT
1
Ines Langemeyer, Ines Rohrdantz-Herrmann
Research-oriented elements in teaching at the KIT
In this paper, we explore empirically which approaches of research-oriented, research-led andresearch-based learning and teaching at the KIT are used in classes and lectures, why teacherfind them useful and how they judge these practices more generally. Before we present theempirical data, we would like to clarify that the presentation cannot be received as a report ofa completed research-project. It should be considered as the beginning of a research process towhich the presented data is only a piece of a puzzle. The gained insights shall help to developthe instrument and the methods used.
One problem – the problem of discontinuity – shall be mentioned: the changing of workplacesby Ines Langemeyer as she obtained in April a professorship at the University of Tübingen.
The survey on research-oriented elements in teaching and learning atthe KIT
When I (Ines Langemeyer) began working as an interim professor at the KIT to set up theresearch on teaching and learning, I found it important to gain insights into the acceptance andthe use of research-oriented elements in teaching and learning at the KIT. In cooperation withthe staff of the university’s office for quality management, the team of the chair developed ashort online survey for the teaching staff that was released in January this year.
The turnout
Although the turnout of n=265 out of approximately 2500-3000 university teachers was not acontrolled representative sample, it covered the range of departments with MechanicalEngineering, Civil Engineering, Geo and Environmental Sciences, Business Administrationand Economics, and Physics overrepresented while Humanities and Social Sciences,Architecture, and Informatics were underrepresented.
2
Figure 1: Association of university teachers to departments
The survey did not favour among a variety of didactical approaches a particular one andtherefore listed as generally ‘research-oriented’ elements the following items: “Theintroduction of a new theme according to a problem of scientific research”; “students areindependently researching with regard to a certain theme”; “students contribute with theirresearch activities to a bigger research project at the institute/chair”; “students developindependently research questions”; “students exercise independently experiments”; “studentssummarise independently the state of research in one area”; “students develop and plan theirown research project”; “students present linkages/interrelations of scientific knowledge andresearch”.
4,2%
14,0%
9,8%
4,5%
6,8%
7,2%
12,1%
14,7%
3,4%
9,1%
11,7%
0,8%
0,4%
1,5%
6,7%
12,1%
8,8%
4,5%
6,7%
11,4%
13,1%
10,8%
3,6%
7,6%
9,4%
2,5%
3,0%
0,0%
Architecture
Civil Engineering, Geo and EnvironmentalSciences
Chemistry and Biological Sciences
Chemical Engineering and ProcessEngineering
Electrical Engineering and InformationTechnology
Humanities and Social Sciences
Informatics
Mechanical Engineering
Mathematics
Physics
Business Administration and Economics
House of Competence
Centre of Cultural Studies and GeneralStudies
other
population of teaching staff insurvey
population of teaching staff
3
Figure 2: The use of research-oriented elements
As the figure above shows, most teachers seem to introduce themes according to a scientificproblem which is a result that we expected so to speak as a common method in academia.Other outcomes however seem in some ways specific to the academic landscape at the KIT,i.e. to a great number of courses in engineering sciences and natural sciences since thesesubjects traditionally require more work in laboratory experiments and offer to a higherdegree the possibility to participate in the extensive work of a bigger research project. Here, itis important to mention that the KIT has also obtained the financing for Big Science.Laboratory work and participation in research projects of the university are possibilities whichenable students to get a flavour of real research and to practice some routines and methods but
3,43
2,98
3,67
2,49
3,29
2,83
1,99
2,26
2,67
1
2
3
4
5
'research-oriented' elements in the teaching at the KIT
rare
lyfr
eque
ntly
4
which are not necessarily combined with the challenge to develop independently a researchquestion or the issue at stake on a theoretical plane.
Moreover, the uneven affinity toward different elements of research-oriented teaching is anoutcome that indicates a discrepancy. While the teachers questioned tend to involve studentsinto real research projects (Average = 3.67; 1=very seldom, 5=very often) and let themexercise independently experiments (3.29), they do not use as much the opportunities bywhich students develop independently research questions (2.49) and develop, plan (1.99) andconduct (2.26) a research project on their own. We do not judge these differences from amoral or dogmatic point of view – suggesting that there would be ‘one best way’ of teachingor that there are no good reasons to favour the first two options rather than the latter. Butgiven the salient difference between merely involving students into research and challengingthem to think independently, we conclude hypothetically that teachers either have differentforms of awareness with regard to the didactical use and the advantage of these independentresearch and learning activities or that have (good) reasons not to favour them withoutrestrictions.
Correlations between different methods used
Our hypothesis must be specified by further analyses of the data. It is paramount to see thatparticipation in research projects at an institute or the conduct of experiments are not usedalternatively to the self-dependent development of research questions and research projects ontheir own. If teachers apply one research-oriented method, they also tend to use others. Forexample: There is a correlation between the items “students contribute with their researchactivities to a bigger research project at the institute/chair” and “students conduct a researchproject on their own” by .336**. Similarly, there is a correlation between “students conductindependently experiments” and “students develop and plan their own research project” is.442** and a correlation of .542** between “students summarise independently the state ofresearch in one area” and “students conduct a research project on their own”. The leastsignificant but still significant correlations are with the independent variable “introduction ofa new theme according to a problem of scientific research” and other methods, e.g. “studentsconduct a research project on their own” (.157*). The factor analysis of these items shows thatthat we can find two factors behind the choice of different research-oriented elements.
Factor analysis on research-oriented elements used
Rotierte Komponentenmatrixa
Komponente
1 2
Studierende führen eigene Forschungsprojekte durch
(students conduct a research project on their own)
,887
Studierende entwickeln und planen eigene Forschungsprojekte
(students develop and plan a research project on their own)
,858
Studierende erarbeiten sich selbständig einen Forschungsstand auf einem Gebiet
(students summarise independently the state of research in one area),693
5
Studierende entwickeln selbständig wissenschaftliche Forschungsfragen
(students develop independently scientific research questions)
,689
Studierende führen selbständig Experimente durch
(students conduct independently experiments)
,573
Die Einführung eines neuen Themas erfolgt anhand einer Problemstellung aus der
Forschung
(The introduction of a new theme according to a problem of scientific research)
,741
Studierende recherchieren selbständig zu einem Thema
(students are independently researching to a certain theme)
,733
Studierende präsentieren Forschungszusammenhänge in Lehrveranstaltungen
(students present interrelations/linkages of research in seminars/lectures)
,600
Studierende arbeiten in Teilprojekten eines Forschungsprojektes am Institut/Lehrstuhl
mit
(students participate in the work of research projects at the institute/chair)
,594
Extraktionsmethode: Hauptkomponentenanalyse.
Rotationsmethode: Varimax mit Kaiser-Normalisierung.
a. Die Rotation ist in 3 Iterationen konvergiert.
(Varianzaufklärung: 46,9% = Faktor 1; 12,7 = Faktor 2)
Table 1: Factor analysis on the use of research-oriented elements
The two factors can be distinguished with regard to self-dependent forms of learning. Itemsthat load in the first factor are components of a didactical design which focus on highly self-organised forms of learning while items that load in the second factor show that teaching isnot as much oriented towards self-dependency but rather on guided forms of learning. We canalso resume the three definitions to distinguish didactical approaches:
a) Research-led teaching which is a form of teaching based on the ‘information transmission’model, that follows a curriculum structured around subject content, and which focusses onunderstanding research findings;
b) Research-oriented teaching which favours a curriculum structured around research processesas well as subject content, which focusses on understanding research processes, inquiry skillsand ‘research ethos’;
c) Research-based teaching that is based on a curriculum designed around inquiry-basedactivities; its focus is on learning through inquiry and thus aims at minimising the teacher-student division.
If we consider these three forms of teaching, we can interpret the two extracted factors coverin the first case (factor 1) research-based elements while they include in the second case(factor 2) both research-oriented and research-led elements. This reduction can beunderscored by strengthening that the distinction between a) and b) is quite small – bothinclude the criteria “structured around subject content” – and the distinctions between a) andc) as well as b) and c) is rather big. Consequently, we drop the distinction of “research-oriented teaching” as a third version beyond “research-led” and “research-based” and use thisterm as we have already done as a generic term.1
1 A systematic matching of didactical approaches and items was missing and should be undertaken in a follow-up study.
6
Although we do not aim at prioritising research-based over research-led teaching in general,we argue that students cannot develop their capacities of independent scientific thinkingwithout practicing it. According to this thesis, it is impossible to make considerable judgmentson a scientific plane if one is unable to pose relevant theoretical questions and apply self-dependently relevant criteria to it. The premise to identify what is relevant in science is toidentify what must be taken into account as the most advanced status of research.
The factor analysis with regard to teachers’ judgment and attitudes on the use of research-oriented elements is therefore illuminating and depicts again a bifurcation like the analysisabove.
Factor analysis on judgments and attitudes on research-oriented elements
Rotierte Komponentenmatrixa
Komponente
1 2
Der Einsatz forschungsorientierter Elemente in meinen Lehrveranstaltungen ist mit der
Menge des Stoffs gut zu vereinbaren.
(The implementation of research-oriented elements is compatible with the quantity of
learning contents.)
,827
Für forschungsorientierte Elemente ist die Zeit in meinen Lehrveranstaltungen ausreichend.
(Time is sufficient for research-oriented elements in my classes)
,772
Der Einsatz forschungsorientierter Elemente ist nach meiner Lehrerfahrung für
Veranstaltungen mit einer großen Teilnehmerzahl geeignet.
(The implementation of research-oriented elements is according to my teaching
experience suited for classes with a great number of participants)
,678
Meine Beurteilungskriterien lassen sich gut auf offene Lernformen anwenden
(My criteria is well applicable to open forms of learning)
,665
Forschungsorientierte Elemente eignen sich dazu, Studierende in der
Studieneingangsphase (1.-2. Semester) an wissenschaftliches Arbeiten heranzuführen.
(Research-oriented elements are suited to introduce students in their first year of study to
scientific work.)
,572 ,414
Die meisten Studierenden sind mit forschungsorientierten Elementen in der Lehre
überfordert
(Most students are overstrained by research-oriented elements.)
,755
Wenn ich forschungsorientierte Elemente einbaue, komme ich in einen Konflikt mit dem
Anspruch an eine gerechte Leistungsprüfung
(If I apply research oriented elements, I get into a conflict with my own ideas of a fair
form of testing.)
,514
Wenn Studierende selbständig an Forschungsfragen arbeiten, werden wissenschaftliche
Standards genau eingehalten
(If students work independently on research questions, they comply exactly with scientific
standards.)
-,477
7
Extraktionsmethode: Hauptkomponentenanalyse.
Rotationsmethode: Varimax mit Kaiser-Normalisierung.
a. Die Rotation ist in 3 Iterationen konvergiert.
(Varianzaufklärung: 40,9% = Faktor 1; 12,8 = Faktor 2)
Table 2: Factor analysis of judgments and attitudes about the use of research-orientedelements
According to these two factors, teachers’ judgment and attitude either conveys that research-oriented methods are found useful without restrictions or that they are seen as well as achallenge to both, students and teachers. Nevertheless, there is an intersection of both factorsin the item: “Research-oriented elements are suited to introduce students in their first year ofstudy to scientific work.” We therefore assume that despite of the awareness about problemsarising with research-oriented elements, there is still a positive attitude towards the idea ofresearch-oriented teaching and learning.
There is also differentiation between the reasonable periods of time within the courses.
Figure 3: Reasonable periods of time for the introduction of research-oriented elements
Among those who answered that students should already learn by means of research-orientedelements already at the beginning of their studies, some supplied us with additionalexplanations: “Each knowledge transfer should include aspects of research”; “In general,teaching on an academic level should be based on and correspond with the newest provenresults of scientific research”; and “students should experience from the beginning whatscientific research is about and should have the time to orientate whether they want tocontinue working in this area after their studies”. As we will show in two case studies, thisissue cannot be answered in a general manner. It is important to be aware of the specificchallenges included in research-oriented elements.
21,4%
29,7%
26,3%
19,2%
3,4%
0,0%
5,0%
10,0%
15,0%
20,0%
25,0%
30,0%
35,0%
1./2.semester
3./4.semester
5./6.semester
masterstudies
conferral of adoctorate
8
Reasons for using research-oriented elements
Figure 4: Reasons for using research-oriented elements
A majority of teachers identify research-oriented elements with heightening the significanceof learning matters (74.5%) and to raise student’s enthusiasm for scientific issues andproblems (66.7%) but only 52.1 per cent believe that students would become moreindependent in their own ways of thinking. Moreover, only 22.8 per cent saw an advantage ofresearch-oriented elements with regard to students’ capacity to discriminate between arelevant and an irrelevant matter in relation to certain scientific problems. In sum, reasons forresearch oriented elements were provided that highlight the potential to raise their motivationfor studying, creative thinking, scientific curiosity and to comply with the standards ofscientific methods. This result underscores the hypothesis that a number of teachersquestioned are either not fully aware of the significance of independent thinking for scientificresearch or have (good) reasons not to believe that research-oriented elements necessarilyfoster it.
We shall therefore present some more analytical outcomes. With regard to judgments aboutthe use of research-oriented elements, several reasons correlate with the first factor:
3,0%
3,7%
4,5%
7,1%
22,8%
34,1%
44,6%
48,3%
52,1%
54,7%
55,4%
59,6%
61,4%
65,2%
66,7%
74,5%
0,0% 20,0% 40,0% 60,0% 80,0%
research-oriented elements help to progress the subject mattersmore quickly
research-oriented elements are an external interference
research-oriented elements support my lecturing
research-oriented elements support the preparation and follow-up of my lectures
research-oriented elements raise students' capacity todiscriminate between a relevant and an irrelevant matter in…
research-oriented elements support students in cooperating
research-oriented elements help students to transfer learningmatters
the output of the students due to research-oriented elementssupports me and my own research projects
research-oriented elements help students to become more self-independent in their own working methods
research-oriented elements help students to develop analyticalskills
research-oriented elements motivate students to discuss amongthe group
research-oriented elements make lectures more understandible
research-oriented elements motivate students for the tasks tofulfill during the lectures
research-oriented elements help students to develop a deeperunderstanding for contextual matters
research-oriented elements raise student's enthusiasm forscientific problems
research-oriented elements heighten the significance of learningmatters
9
Factor 1: Positive judgments/attitudes about the use of research-orientedelements in correlation with reasons why they are implementedIch kann mich bei der Vor- und Nachbereitung der Veranstaltungen entlasten.
(I can relieve myself with regard to preparation and the follow-up.)-,346**
Studierende entwickeln ein tieferes Verständnis für Zusammenhänge.(Students develop a deeper understanding for interrelations/context matters.)
,284**
Studierende können Gelerntes besser transferieren.(Students can transfer better what they have learnt.)
,298**
Studierende können zwischen Wesentlichem und Unwesentlichem besserunterscheiden.
(Students can distinguish better between what is essential and what is not essential.)
,245**
Table 3: Correlation between reasons for using research-oriented elements and factor 1 onjudgments and attitudes
Factor 2 on judgments and attitudes (a problem-centred view on the use of research-orientedelements) do not correlate in any significant manner with reasons.
Factor 1 on the implementation of different research-oriented elements (the research-basedform of teaching) correlate significantly with the following reasons:
Factor 1: Use of research-based elementsin correlation with reasons for applying these elements
Studierende entwickeln ein tieferes Verständnis für Zusammenhänge.(Students develop a deeper understanding for interrelations/contextual matters.)
,197**
Studierende entwickeln analytische Fähigkeiten.(Students develop analytical capacities.)
,286**
Studierende werden in ihrer Arbeitsweise selbständiger(Students become more independent in their way of working.)
,178*
Die Arbeit von Studierenden ist für mich bzw. für meine Arbeit nützlich.(The work of students is useful for me/my work.)
,285**
Table 4: Use of different research-oriented elements in correlation with reasons for applyingthese elements
Factor 2 on the implementation of different research-oriented elements (the research-led formof teaching) correlates significantly with these reasons:
Factor 2: Use of research-led elementsin correlation with reasons for applying these elements
Der Stoff wird dadurch anschaulicher.(Research-oriented elements make lectures more understandable.)
,198**
Der Stoff wird für die Studierenden bedeutsamer.(Research-oriented elements heighten the significance of the subject matter.)
,155*
Studierende entwickeln ein tieferes Verständnis für Zusammenhänge.(Students develop a deeper understanding for interrelations/contextual matters.)
,198**
Studierende können Gelerntes besser transferieren.(Students can transfer better what they have learnt.)
,166*
Studierende lassen sich für das Thema meiner Veranstaltung begeistern.(Research-oriented elements help to raise students‘ enthusiasm for the theme of my
lecture).
,156*
Studierende werden in ihrer Arbeitsweise selbständiger:(Students become more self-dependent in their way of working.)
,175*
10
Studierende lernen zusammen zu arbeiten.(Students learn to cooperate.)
,205**
Table 5: Use of different research-oriented elements in correlation with reasons for applyingthese elements
We conclude from these analyses that the four factors stand for orientations that cannot bedepicted simply on a linear correlation with gradual differences. Arguments for and againstusing research-oriented elements may rather be a combination of different reasons, attitudesand forms of application.
Regression analyses on the four factors and years of experience2
Teaching experience itself has an impact on whether teachers use research-oriented elementsor not. The following diagram shows the differences between the groups in relation to the sumscore for a first orientation.
The t-test comparing group 1 (0-3years) and group 4 (16 and more years) is significant withrespect to factor 2 on judgments (problem-centred view) with averages of 0,207 (0-3 years)and -0,398 (16 and more years): T = 2,159; df = 46; p = 0,036 (Sig. 2-seitig) (variances areeven). That means, that teachers with 16 and more years of experience respond significantly
2 To avoid problems with data security, the questionnaire did not include the item „age“. “Years of experience”was used instead.
11
higher to a problem-centred view than those with only 0-3 years of experience. The t-tests fora comparison of groups 2 (4-8 years) and group 3 (9-15years) with group 4 are however notsignificant.
Another significant difference consists between group 1 (0-3 years) and group 4 (16 and moreyears) with respect to factor 2 on the use of research-oriented elements (research-ledteaching). Averages are -.151 for 0-3 years and .387 for 16 and more years: T = -2.246; df =79; p = 0.027 (variances are even). Similarly, the t-test for a comparison between group 2 (4-8years) and group 4 on factor 2 (research-led teaching) has a significant outcome with averagesof -0.078 (4-8years) and 0.387 (16 and more years): T = -2.168; df = 89; p = 0.033 (variancesare even). There are no significant outcomes for comparisons between groups 1 and 2, 2 and 3as well as 3 and 4. This means that teachers with 16 and more years of experience respondsignificantly more to research-led teaching than teachers with 0 to 8 years of experience.
Finally, there is a significant difference between group (3) (9-15 years) and group 4 (16 andmore years) with respect to factor 1 on the use of research-oriented elements (research-basedteaching). Averages are 0,324 for 9-15 years and -0,294 for 16 and more years: T = 2,613; df= 72,819; p = ,011 (Sig. 2-seitig) (variances are not even). That means that teachers with 9-15years of experience respond significantly more to research-based methods than teachers with16 and more years of experience.
What we may infer from these analyses is that teaching experience matters with regard toidentifying and making judgments about problems about research-oriented elements asteaching or learning methods. This could shape the grounds why these teachers favourresearch-led teaching over research-based teaching. With regard to the comparison betweengroup 3 and 4 on research-based teaching we can assume that this difference is not only amatter of gradually gaining more teaching experience but maybe also a matter of agenerational difference.
This thesis can be supported by the following analysis. By means of regression analyses, wecan see that the positive view has in general a significant effect on the response to research-based teaching (factor 1 on the use of research-oriented elements) (b1 = .275.; R² = .073; p =.012) as well a significant positive effect on the response to research-led teaching (factor 2 onthe use of research-oriented elements) (b1 = .447; R² = .231; p= .000). A problem-centredview (factor 2 on judgments) has in general no considerable effect on the response toresearch-based teaching (factor 1 on the use of research-oriented elements) (b1 = -.082; R²=.006) and similarly no considerable effect on response to research-led teaching (b1= -.046;R²= .002). In relation to years of experience, the picture is more differentiated.
12
The following table gives an overview of effects in consideration of the years of teaching.
Years of teaching Independent variable:Positive view (factor 1 onjudgments/attitudes) on theuse of research-orientedelements
Independent variable:Problematic view (factor 2on judgments/attitudes) onthe use of research-orientedelements
0-3 Research-based:b1 = .387 (p=.057)R² = .143
Research-based:b1 = -.194R² = .033
Research-led:b1 = .508* (p=.017)R² = .216
Research-led:b1 = .087R² = .006
4-8 Research-based:b1 = .110R² = .015
Research-based:b1 = -.103R² = .014
Research-led:b1 = .414** (p=.001)R² = .335
Research-led:b1 = .040R² = .003
9-15 Research-based:b1 = .455R² = .153
Research-based:b1 = .104R² = .006
Research-led:b1 = .467 (p=.056)R² = .236
Research-led:b1 = -.291R² = .064
16 and more Research-based:b1 = .009R² = .000
Research-based:b1 = .311R² = .154
Research-led:b1 = .006R² = .000
Research-led:b1 = .189R² = .075
Table 6: Regression analyses on the four factors
Here, we see that significant effects are only observable with regard to teachers with 0 to 8years of experience and this effect is only significant for research-led teaching. Teachershaving up to 15 years of teaching experience and a positive attitude towards research-orientedforms of teaching also clearly have a positive effect on using both, research-based andresearch-led forms of teaching. Only for those with 16 years and more of experience, apositive view is basically without effects. Instead, if they even respond to a problematic view,their attitude has a slightly positive effect on using research-based and research-led forms ofteaching. We may interpret these outcomes as a hint of a change of generation and of the factthat the awareness of problems does not prevent teachers with a considerable teachingexperience from taking advantage of research-oriented elements. All these findings howeverneed further empirical investigation and analyses.
Another possibility of analysing the data with respect to years of experience, esp. the categoryof 16 and more years, is to look at contingencies with regard to reasons for using research-oriented elements. Here, we find that group 4 (16 and more years of experience) has asignificant response to considering the reason that with research-oriented elements students
13
learn to work together. Those with more experience are more likely to stress the positiveeffect on students’ ability to cooperate.
Chi-Quadrat-Tests Wert df Asymptotische
Signifikanz (2-
seitig)
Chi-Quadrat nach Pearson 16,790a 3 ,001
Likelihood-Quotient 16,289 3 ,001
Zusammenhang linear-mit-
linear
13,374 1 ,000
Anzahl der gültigen Fälle 266
a. 0 Zellen (0,0%) haben eine erwartete Häufigkeit kleiner 5. Die
minimale erwartete Häufigkeit ist 18,13.
Furthermore, the years of experience influence significantly whether teachers consider the
reason to use research-oriented elements to motivate students: More years of experience have
a positive effect on the likeliness to consider this reason.
Wie viele Jahre sind Sie bereits als Lehrende/r in der Wissenschaft tätig? * Welche Gründe sprechen Ihrer Meinung nach für den
Einsatz forschungsorientierter Elemente in Ihrer Lehrtätigkeit?: Studierende lernen zusammen zu arbeiten Kreuztabelle
Welche Gründe sprechen Ihrer
Meinung nach für den Einsatz
forschungsorientierter Elemente in
Ihrer Lehrtätigkeit?: Studierende
lernen zusammen zu arbeiten
Gesamt
,00 Studierende
lernen
zusammen zu
arbeiten
Wie viele Jahre sind Sie
bereits als Lehrende/r in der
Wissenschaft tätig?
0-3 JahreAnzahl 59 21 80
Standardisierte Residuen ,9 -1,2
4-8 JahreAnzahl 56 19 75
Standardisierte Residuen ,9 -1,3
9-15 JahreAnzahl 37 21 58
Standardisierte Residuen -,2 ,3
16 und mehr JahreAnzahl 23 30 53
Standardisierte Residuen -2,0 2,8
Gesamt Anzahl 175 91 266
14
Wie viele Jahre sind Sie bereits als Lehrende/r in der Wissenschaft tätig? * Welche Gründe sprechen Ihrer
Meinung nach für den Einsatz forschungsorientierter Elemente in Ihrer Lehrtätigkeit?: Studierende sind in den
Lehrveranstaltungen motivierter Kreuztabelle
Welche Gründe sprechen Ihrer
Meinung nach für den Einsatz
forschungsorientierter Elemente
in Ihrer Lehrtätigkeit?:
Studierende sind in den
Lehrveranstaltungen motivierter
Gesamt
,00 Studierende
sind in den
Lehrveranstalt
ungen
motivierter
Wie viele Jahre sind Sie
bereits als Lehrende/r in
der Wissenschaft tätig?
0-3 JahreAnzahl 37 43 80
Standardisierte Residuen 1,1 -,9
4-8 JahreAnzahl 36 39 75
Standardisierte Residuen 1,4 -1,1
9-15 JahreAnzahl 18 40 58
Standardisierte Residuen -,9 ,7
16 und mehr JahreAnzahl 11 42 53
Standardisierte Residuen -2,1 1,6
Gesamt Anzahl 102 164 266
Chi-Quadrat-Tests
Wert df Asymptotische
Signifikanz (2-
seitig)
Chi-Quadrat nach Pearson 13,319a 3 ,004
Likelihood-Quotient 13,884 3 ,003
Zusammenhang linear-mit-
linear
11,115 1 ,001
Anzahl der gültigen Fälle 266
a. 0 Zellen (0,0%) haben eine erwartete Häufigkeit kleiner 5. Die
minimale erwartete Häufigkeit ist 20,32.
These outcomes underscore that teachers with 16 and more years of experience have a
different – probably more precise – view on students learning which is why they are more
secure about methods to motivate their students and that they are less oriented towards
competition. These findings need as well further analyses.
15
Differences between the Faculty a Teacher belongs
The following table shows that teachers in the faculty of mathematics use research-orientedelements the least, teachers in the faculty of Electro and Computer Science, Chemistry andBio-Sciences, and Human and Social Sciences the most:
Bericht
SUMScoreEinsatz
Welcher Fakultät bzw.
Einrichtung gehören Sie
an?
Mittelwert N Standardabweic
hung
Architektur 19,9091 11 7,98066
Bauingenieur-, Geo- und
Umweltwissenschaften
18,7838 37 8,46278
Chemie und
Biowissenschaften
28,7308 26 6,42842
Chemieingenieurwesen und
Verfahrenstechnik
24,3333 12 5,97469
Elektrotechnik und
Informationstechnik
25,2222 18 7,84823
Geistes- und
Sozialwissenschaften
27,8421 19 10,85901
Informatik 25,9688 32 10,07547
Maschinenbau 23,0513 39 7,06715
Mathematik 14,4444 9 5,17472
Physik 21,0000 24 11,05323
Wirtschaftswissenschaften 21,1935 31 6,68540
House of Competence 26,0000 2 14,14214
Zentrum für Angewandte
Kulturwissenschaften und
Studium...
19,0000 1 .
Sonstige 14,5000 4 10,34408
Insgesamt 22,9660 265 8,99804
These results are plausible with regard to the “nature” of the disciplines as mathematics have ingeneral a rather small empirical basis – although it forms the basis of quantitative research methods.
This underscores our argument not to infer generally from the use of research-oriented elementsthat they would (so to speak automatically) ensure a higher quality of teaching and learning. Itdepends on the context and the purpose whether certain research-oriented elements can improvethese activities. For further investigations, it will be important to explore the effects of theseelements. We suggest that a theoretical foundation of the fitness of research-oriented elements forspecific learning objectives and learning needs will be paramount.